Supporting physics teaching with research-based resources

Quick tips from the Faculty Teaching Institute about how to improve labs.

Focus student learning outcomes (SLOs) on process and practice such as scientific practices and collaboration, rather than content: e.g., “select the appropriate analysis method.” Allow enough time; stretch a single lab over multiple weeks.

Let students make decisions to achieve those process goals. For example, let students make choices such as what equipment to test. Turn statements into questions such as, “How could you improve your measurements?” instead of “list your sources of error.”

Have students reflect on their results and use them for improvement such as, “What did or didn’t go as expected? How did you respond? How would you improve the experiment next time?”

Make space for students to ask their own research questions. This supports students’ investigative skills; e.g., have students brainstorm questions after their first explorations.

Build real-world connections. For example, indicate that these methods are used to measure climate change. Or ask them to test different stretchy objects at home (instead of providing a spring).

Support positive group dynamics. Remind students to share equipment; encourage and ask questions to students who are participating less. You might use early team-building exercises, assign rotating lab roles to students (e.g., experimenter, writer, reviewer), have group and team self-evaluations, and require students to document group contributions in the lab notebook.

Build in more structure early. As the term continues, reduce the structure (fade scaffolding), to support students in developing autonomy. For example, in early labs, you might suggest the analysis methods that they use, and in later labs let them design their own plans.

Additional practices:

• Build in accessibility. Make sure labs work for students with a variety of accessibility needs.
• Listen to student group conversations as they work to understand their level of understanding, without interrupting their own learning process. After a while, ask open-ended questions.
• Give opportunities for students to communicate their findings in multiple ways; e.g., discussions, posters, presentations, end-of-lab mini-conference.
• Reconsider lab reports. Traditional lab reports may not achieve your goals. Options include writing a section of the report, allowing rewrites, doing peer review of lab reports, or using lab notebooks.

This Expert Recommendation is based in part on Kozminski et al., AAPT Recommendations for the Undergraduate Physics Laboratory Curriculum (2014), N.G. Holmes & H. J. Lewandowski, Investigating the landscape of physics laboratory instruction across North America, Phys. Rev. Phys. Educ. Res. 53, (2020), E. M. Smith & N. G. Holmes, Best practice for instructional labs, Nature Physics 17 (2021), and N.G. Holmes workshop slides.

This material is based upon work supported by the National Science Foundation under grants DUE-2141678, 2141745, 2141769, 2141795, and 2142045.  Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.